Amany Saleh | Educational Leadership | Research Excellence Award

Published on by Top Teachers

Research Excellence Award

Amany Saleh
Arkansas State University, United States
Amany Saleh
Affiliation Arkansas State University
Country United States
Scopus ID 14619589700
Documents 9
Citations 164
h-index 2
Subject Area Educational Leadership
Event Top Teachers Awards

Amany Saleh is a scholar in curriculum and instruction, comparative education, educational leadership, and online learning pedagogy affiliated with Arkansas State University. Her academic career includes extensive contributions to doctoral education, curriculum design, teacher preparation, comparative educational studies, and interdisciplinary scholarship. Over multiple decades, she has participated in teaching, supervision, curriculum development, academic leadership, scholarly publishing, and graduate research mentorship within higher education environments.[1]

Amany Saleh’s scholarly profile demonstrates sustained engagement with educational leadership, online and blended learning, reflective teaching practices, intercultural education, teacher development, and educational policy studies. Her publications and conference presentations reflect continuing contributions to discussions concerning instructional methodologies, global education, educational equity, and pedagogical innovation in higher education contexts.[2]

Abstract

This article presents an academic overview of Amany Saleh’s professional profile, scholarly activities, and educational contributions in the field of educational leadership and curriculum studies. The profile highlights her work in curriculum development, online learning, teacher education, comparative education, and interdisciplinary educational research. Her academic record includes peer-reviewed publications, edited books, conference presentations, doctoral supervision, curriculum innovation, and leadership in scholarly editorial activities. The profile further examines the relevance of her academic and pedagogical contributions in relation to the recognition standards associated with the Top Teachers Awards.[3]

Keywords

  • Educational Leadership
  • Curriculum and Instruction
  • Online Learning
  • Teacher Education
  • Comparative Education
  • Reflective Teaching
  • Global Education
  • Educational Research

Introduction

Amany Saleh has maintained an extensive academic career in higher education with specialization in curriculum and instruction, educational leadership, online pedagogy, and comparative education. Her academic training includes a Ph.D. in Teacher Education with a major in Curriculum and Instruction from the University of Alabama, a Master of Arts in TESOL with emphasis in cross-cultural communication, and undergraduate training in geology from Cairo University.[4]

Throughout her academic career, Saleh has served in teaching, research, supervision, and administrative capacities at Arkansas State University and other academic institutions. Her work has addressed themes related to educational equity, global education, teacher preparation, educational technology, reflective learning, and international educational systems. She has also contributed to interdisciplinary scholarship through conference participation, edited volumes, curriculum design initiatives, and editorial leadership in academic publishing.[5]

Research Profile

Amany Saleh’s research profile demonstrates a multidisciplinary orientation that integrates educational leadership, curriculum theory, teacher preparation, online education, intercultural communication, and international educational development. Her scholarship frequently addresses pedagogical transformation, instructional evaluation, online learning environments, reflective educational practice, and sociocultural dimensions of education.[6]

Her academic appointments include service as Professor of Curriculum and Instruction at Arkansas State University, where she taught doctoral and graduate courses including Comparative Education, Curriculum and Instruction, Educational Research and Evaluation, Philosophies of Education, Politics of Education, and Socio-Cultural Issues of Education. She additionally contributed to curriculum development initiatives involving doctoral and master’s programs in educational leadership and global education.[7]

Beyond classroom instruction, Saleh has participated extensively in educational service activities, committee leadership, professional organizations, and graduate dissertation supervision. Her editorial leadership includes serving as Editor-In-Chief and founder of the Journal of Interdisciplinary Studies in Education, alongside advisory and editorial board responsibilities in several international educational journals.[8]

Research Contributions

Amany Saleh’s scholarly contributions include studies on reflective teaching, cooperative learning in online classrooms, educational leadership, multicultural education, online graduate education, social justice pedagogy, and comparative educational systems. Her work has explored instructional supervision, reflective practice, cognitive engagement, online discussion methodologies, and educational technology integration.[9]

Her publications also address international and comparative educational themes, including language policy, refugee education, student retention, gender equity, intercultural education, and educational reforms in multiple global contexts. These contributions indicate continuing engagement with educational issues affecting diverse populations and educational systems.[10]

In curriculum innovation, Saleh participated in designing online graduate courses, doctoral programs, specialist degree programs, and teacher education curricula. Her work additionally includes teacher training initiatives for public and private schools and the development of comparative education and global education curricula.[11]

  • Development of doctoral and graduate curriculum programs in educational leadership and global education.
  • Research concerning online learning environments and instructional technology.
  • Studies addressing social justice, multiculturalism, and educational equity.
  • Supervision and mentorship of doctoral dissertations across educational research topics.
  • Editorial leadership in interdisciplinary educational scholarship.

Publications

Selected publications associated with Amany Saleh’s research profile include journal articles, conference proceedings, edited books, and invited book chapters in curriculum studies, online education, educational leadership, and comparative education.[12]

Research Impact

Amany Saleh’s academic impact extends across teaching, scholarship, graduate mentorship, and educational leadership. Her scholarly work has contributed to academic discourse concerning online pedagogy, teacher reflection, educational equity, and comparative educational systems. Her conference presentations at organizations such as AERA, CIES, TESOL, and MSERA further demonstrate continued engagement with international educational research communities.[13]

In addition to scholarly publications, Saleh supervised numerous doctoral dissertations examining educational leadership, teacher retention, online learning, instructional practices, student achievement, educational policy, and social equity. Her supervision activities indicate sustained participation in graduate-level research development and mentorship.[14]

Her academic service includes curriculum committee leadership, faculty senate participation, diversity committee involvement, educational conference organization, and leadership within scholarly associations and editorial boards. These activities collectively reflect broad institutional and professional engagement within the educational field.[15]

Award Suitability

The academic record of Amany Saleh aligns with several evaluation dimensions commonly associated with recognition in educational leadership and teaching excellence awards. Her profile demonstrates sustained involvement in higher education instruction, curriculum development, scholarly publication, graduate supervision, teacher training, and interdisciplinary educational research.[16]

Her documented contributions to online pedagogy, comparative education, global educational studies, and educational leadership reflect an established academic trajectory within teacher education and curriculum studies. Additionally, her editorial leadership and conference participation indicate continued engagement with international academic communities and evolving educational practices.[17]

Recognition through the Top Teachers Awards category is therefore supported by her longstanding contributions to teaching, educational research, curriculum innovation, scholarly dissemination, and academic mentorship within higher education environments.[18]

Conclusion

Amany Saleh’s professional profile reflects extensive contributions to educational leadership, curriculum studies, comparative education, and online learning research. Her career demonstrates sustained academic engagement through teaching, scholarly publication, curriculum development, editorial service, conference participation, and doctoral supervision. The breadth of her educational activities and interdisciplinary scholarship illustrates a continuing commitment to advancing higher education practices and educational research.[19]

References

  1. Amany Saleh. Online Teaching and Learning in Asian Higher Education: Issues and Perspectives. https://link.springer.com/chapter/10.1007/978-3-031-38129-4_1
  2. Elsevier. (n.d.). Scopus author details: Amany Saleh, Author ID 14619589700. Scopus. https://www.scopus.com/authid/detail.uri?authorId=14619589700
  3. Saleh, A. (2020). The impact of online discussion on education leadership students’ reflections. https://doi.org/10.11591/edulearn.v14i2.14607
  4. Derrington, M.L., Saleh, A., & Murphy, M. (2026). Supporting Teacher Reflective Practice Through Instructional Supervision: A Qualitative Study. https://doi.org/10.3390/educsci16050726
  5. Mrayan, S., & Saleh, A. (2020). Female Refugees’ Perception of Children Education at Za’Atari Camp Jordan. https://doi.org/10.17583/rise.2020.4767

Yueh Yea Lo | Higher Education | Research Excellence Award

Published on by Top Teachers

Dr. Yueh Yea Lo | Higher Education | Research Excellence Award

Universiti Malaya | Malaysia

Dr. Yueh Yea Lo’s research focuses on AI-driven educational assessment, English language education, and writing evaluation, with particular emphasis on reliability, fairness, and ethical integration of artificial intelligence in high-stakes examinations. Her work advances understanding of human–AI scoring alignment, bias detection, and assessment standardization. She has contributed to internationally indexed journals and conferences, producing impactful studies that bridge technology and pedagogy. Her research innovations include comparative analysis of AI systems in authentic exam contexts and frameworks for responsible AI adoption. Recognized through international research awards, her contributions influence global assessment policies and future-ready education systems.

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Citations
73
Documents
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h-index
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Citations

Documents

h-index

View Scopus Profile  View Google Scholar Profile  View ORCID Profile

Featured Publications


The Use of Metadiscourse in Academic Writing by Malaysian First-Year ESL Doctoral Students

– Indonesian Journal of Applied Linguistics, 2020 | Cited by: 24

Mapping the Use of Boosters in Academic Writing by Malaysian First-Year Doctoral Students

– Pertanika Journal of Social Sciences & Humanities, 2021 | Cited by: 19

Tryphina Matemane | Secondary Education | Best Researcher Award

Published on by Top Teachers

Ms. Tryphina Matemane | Secondary Education | Best Researcher Award

Educator and Student  at University of South Africa, South Africa

Ms. Tryphina Matemane is a passionate educator and researcher dedicated to empowering marginalized communities through educational programs. With an Honours degree in Education from the University of Pretoria and a recently submitted master’s thesis from the University of South Africa, she combines academic excellence with practical classroom experience. Over the past six years, she has worked extensively in the education department, contributing to curriculum development, assessment administration, and learner support. As a member of the School-Based Support Team, she leverages her background in psychology to provide holistic guidance to pupils. Ms. Matemane has consistently achieved outstanding academic results, securing top grades in Sepedi Home Language for several years and earning certificates for best-performing teacher. Her published research on violence in township schools demonstrates her commitment to addressing critical social issues. Hardworking, goal-driven, and patient, she aspires to grow within the research community and significantly improve educational support across all levels.

professional profiles📖

ORCID

Education 🎓

Ms. Tryphina Matemane holds an Honours degree in Education from the University of Pretoria, where she developed expertise in modern teaching methodologies and educational policy. Her rigorous academic training provided a solid foundation in pedagogy, curriculum design, and learner assessment. Building on this, she pursued a master’s degree at the University of South Africa in the same department, recently submitting a thesis that explores critical issues affecting early-career education in township schools. Throughout her academic journey, she has demonstrated excellence by consistently achieving top marks, particularly in Sepedi Home Language, where her performance has set a benchmark for her peers. Her interdisciplinary studies included a year of psychology, enriching her understanding of student behavior and support strategies. This comprehensive education has equipped her with both theoretical insights and practical skills, enabling her to implement innovative approaches in teaching and contribute to the development of effective educational programs and community initiatives.

work Experience💼

Ms. Tryphina Matemane brings six years of experience in the education sector, demonstrating exceptional dedication and expertise in teaching and administrative roles. She has served as an educator at Kondelelani Secondary School, where she managed timetable applications, captured learner results, and created comprehensive report cards using SASAMS. Her responsibilities included facilitating classroom content for grades 10 to 12 in Sepedi Home Language and Geography, as well as administering formative and summative assessments. In temporary positions at Chipatabane Secondary School and Bathokwa Primary School, she supervised learners during breaks, led morning devotions, and organized educational excursions. These roles have honed her skills in classroom management, curriculum implementation, and data-driven reporting. Additionally, her involvement in organizing extracurricular activities, such as matric dance celebrations, underscores her commitment to holistic education. Her practical experience in diverse educational settings has equipped her with a comprehensive understanding of the challenges and opportunities within modern schooling environments.

Skills

Ms. Tryphina Matemane possesses a diverse skill set that underpins her success as an educator and researcher. She is fluent in multiple languages including Sepedi, English, and IsiZulu, and conversant in Afrikaans and XiTsonga. Her proficiency in Microsoft Office applications such as Word, Excel, and PowerPoint ensures she can efficiently manage administrative and academic tasks. Ms. Matemane is skilled in both quantitative and qualitative research methodologies, demonstrating expertise in data collection, analysis, and academic writing. She excels in classroom management, curriculum development, and innovative teaching strategies that engage learners effectively. Her strong interpersonal skills and cultural sensitivity enable her to connect with students and colleagues from diverse backgrounds. Additionally, she is adept at using technology to enhance learning outcomes, as evidenced by her experience with SASAMS and timetable applications. Her organizational skills, attention to detail, and commitment to meeting deadlines further highlight her reliability and professionalism in all educational endeavors.

Research Focus

Ms. Tryphina Matemane’s research focuses on addressing violence in educational settings and enhancing early-career support in township schools. Her published work examines the dynamics of violence perpetrated by learners and the corresponding management strategies, offering insights into the socio-cultural factors that influence school environments. She explores the intersection of educational policy, classroom management, and psychological support to develop effective interventions that improve both teacher and student experiences. Her research is interdisciplinary, integrating aspects of education, psychology, and social studies to understand and mitigate disruptive behaviors in schools. Through qualitative and quantitative methodologies, she evaluates the impact of violence on academic performance and teacher retention. By identifying key drivers of conflict and proposing evidence-based solutions, Ms. Matemane aims to foster safer, more supportive learning environments. Her work not only contributes to academic literature but also informs policy and practice, promoting sustainable improvements in educational settings across diverse communities with lasting impact.

Conclusion✅

Ms. Tryphina Matemane is a highly promising candidate for the Best Researcher Award. Her commitment to integrating educational practice with rigorous research, combined with proven leadership and academic excellence, makes her a strong contender. With continued growth in research dissemination and collaborative efforts, she is well poised to make an even greater impact on educational innovation and community development.

📚Publications to Noted

 

📝 Violence perpetrated by learners and management towards early-career education in South African Township schools

 

 

Fekede Sileshi | Secondary Education | Best Scholar Award

Published on by Top Teachers

Mr. Fekede Sileshi | Secondary Education | Best Scholar Award

PhD Candidate at Jimma University, Ethiopia

Fekede Sileshi Fufa embarked on his academic journey by obtaining a BA Degree in History and Heritage Management from Wollega University. Building on this foundation, he pursued an MA Degree in History and Heritage Management at Jimma University. Currently, Fekede is dedicated to advancing his scholarly pursuits as a PhD Candidate in History Education at Jimma University.

 

📝professional profile

ORCID

Scopus Profile

🎓Educational Details:

Fekede Sileshi Fufa began his academic journey with a BA in History and Heritage Management from Wollega University, followed by an MA in the same field from Jimma University. He is currently a PhD candidate in History Education at Jimma University. This progression highlights his dedication to expanding his knowledge and expertise in the field of history, underscoring a commitment to academic excellence and ongoing scholarly development.

👨‍🏫Professional Experience:

From 2007 to 2015, Fekede contributed to education by teaching History at institutions such as Limmu Preparatory School. His professional trajectory continued as he transitioned to lecturer roles at Adola Teachers College, Fitche Teachers College, and Sebeta Special Needs Teachers’ College from 2015 to 2020. Since 2021, Fekede has focused on his PhD studies, illustrating a steadfast commitment to advancing his academic career and contributing to educational development.

Research :

Fekede’s scholarly contributions extend beyond teaching. He has authored five articles in international journals, demonstrating his commitment to research and knowledge dissemination. His research primarily focuses on History Education, reflecting his passion for improving the understanding and pedagogy of historical subjects. These contributions are pivotal in advancing the field and enhancing educational practices.

Accolades and Recognition:

Fekede’s dedication to education is evident through his involvement in various training programs, such as the School Improvement Program Training, Continuous Professional Development, and Civic and Ethical Education training. His role as a coordinator in the Developmental Team Training Program and as Practicum Coordinator at Sebeta College of Teachers Education highlights his recognized leadership and organizational skills.

Conclusion:

Fekede’s strong academic foundation and continuous dedication to higher education highlight his commitment to the field of History Education. His pursuit of advanced degrees at prestigious institutions underscores his potential for significant contributions to academia.

📚Publications to Noted

1. Exploring the Significant Problems Confronting Secondary Schools History Education: A Baseline Study

Journal: Discover Education

Publication Date: May 14, 2024

DOI: 10.1007/s44217-024-00132-8

Source: Crossref

Authors: Fekede Sileshi Fufa (Primary Author)

2. Examining the Challenges of Using Student-Centred Teaching Strategies in Secondary Schools: A Qualitative Approach

Journal: Journal of Pedagogical Sociology and Psychology

Publication Date: October 20, 2023

DOI: 10.33902/jpsp.202323181

Source: Crossref

Authors: Fekede Sileshi Fufa (Primary Author)

3. Challenges of the Ethiopian Education System from 1908 to 1990s: A Historical Analysis

Journal: Social Sciences and Humanities Open

Publication Year: 2023

DOI: 10.1016/j.ssaho.2023.100617

EID: 2-s2.0-85165709801

ISSN: 2590-2911

Source: Scopus – Elsevier

Authors: Fekede Sileshi Fufa (Primary Author)

4. Changes and Continuities in Ethiopian Secondary School History Education Curriculum

Journal: Social Sciences and Humanities Open

Publication Year: 2023

DOI: 10.1016/j.ssaho.2023.100707

EID: 2-s2.0-85174452788

ISSN: 2590-2911

Source: Scopus – Elsevier

Authors: Fekede Sileshi Fufa (Primary Author)